The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Redefining teaching, re-imagining teacher education
Abstract
In this article, the authors provide an argument for future directions for teacher education, based on a re‐conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
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In the citing paper
“This pattern is consistent with research describing early teacher learning as uneven and non-linear (Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“While such systems appear objective, they frequently obscure uneven development across planning and enactment, particularly during early stages of training (Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“The present findings suggest that FLA offers stronger warrants for developmental and classificatory decisions because it aligns more closely with the multidimensional and uneven nature of preservice teacher learning (Ball et al., 2008; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“Mathematics teacher education programs often rely on composite scores derived from lesson plans, microteaching, and examinations to make consequential decisions about progression and readiness to teach.”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“specificity and developmental framing of feedback are associated with greater learning gains (DarlingHammond et al., 2020; Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
Citations
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Cited by
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Items 101–200 of 1,002
Horn, I. S., & Campbell, S. S. (2015) · Pedagogies An International Journal · doi:10.1080/1554480x.2015.1021350 · Cited by 81
New metaphors about culture: Implications for research in science teacher preparation
Seiler, G. (2012) · Journal of Research in Science Teaching · doi:10.1002/tea.21067 · Cited by 61
Thompson, M. M., Owho-Ovuakporie, K., Robinson, K., Kim, Y., Slama, R., & Reich, J. (2019) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2019.1587727 · Cited by 61
“However, Grossman et al. (2009) cautions that in educational contexts, trying to develop teaching skills in isolation can lead to problems of ecological validity: Approximations of discrete practices in isolation can feel inauthentic.”
BackgroundMethodInfluentialvan Es, E. V., Hand, V. M., & Mercado, J. (2017) · Springer eBooks · doi:10.1007/978-3-319-46753-5_15 · Cited by 61
Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
Weinberg, A. E., Balgopal, M. M., & McMeeking, L. B. S. (2021) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10148-9 · Cited by 84
Wexler, L. J. (2019) · Professional Development in Education · doi:10.1080/19415257.2019.1573375 · Cited by 81
“…focusing on eliciting pupil thinking, means awareness of pupil background, an understanding of the content, an awareness of participation strategies, a clear eye on learning objectives, etc. Preparing preservice teachers to focus on pupil thinking is not an easy task (Grossman et al. 2009b).”
BackgroundInfluentialMikeska, J. N., & Howell, H. (2020) · Journal of Research in Science Teaching · doi:10.1002/tea.21659 · Cited by 59
Quality Teaching and Teacher Education
Wang, J., Lın, E., Spalding, E., Klecka, C. L., & Odell, S. J. (2011) · Journal of Teacher Education · doi:10.1177/0022487111409551 · Cited by 81
Luna, M. J. (2018) · Cognition and Instruction · doi:10.1080/07370008.2018.1496919 · Cited by 63
Martin, S. D., & Dismuke, S. (2018) · Journal of Teacher Education · doi:10.1177/0022487117702573 · Cited by 56
“Some advocate that practice-focused teacher education, with explicit and purposeful connections to and experiences with what teachers need to know and do, should be central to effective preparation for teaching (Ball & Forzani, 2010; Grossman et al., 2009; Hatch & Grossman, 2009).”
BackgroundMethodTechnology as Mediation Tool for Improving Teaching Profession in Higher Education Practices
Altinay-Gazi, Z., & Altinay-Aksal, F. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/eurasia.2017.00644a · Cited by 56
Smith, K. (2016) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.63 · Cited by 55
Exploring a Practice-Based Approach to Foreign Language Teacher Preparation: A Work in Progress
Troyan, F. J., Davin, K. J., & Donato, R. (2013) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.1523 · Cited by 58
“Our experience described above echoes the assertion of Grossman et al. (2009) that many HLPs may take years to master, and therefore HLPs need to be grounded in IAs that support their enactment (Lampert & Graziani, 2009).”
BackgroundThe neglected role of classroom management in teacher education
van Tartwijk, J., & Hammerness, K. (2011) · Teaching Education · doi:10.1080/10476210.2011.567836 · Cited by 55
“Grossman, Hammerness, and McDonald ( 2009 ) have argued that teacher education programs need to be able to provide new teachers with opportunities to learn both practical strategies and conceptual tools – and that emphasizing one or the other may be inadequate preparation.”
BackgroundSelf-citationApproximations of practice as a framework for understanding authenticity in simulations of teaching
Howell, H., & Mikeska, J. N. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1809033 · Cited by 64
“Decomposition of practice involves naming component skills that make up a complex part of teaching, providing novices “ opportunities to distinguish the different components that go into professional work prior to integrating them fully ” (Grossman et al., 2009, p. 2069).”
BackgroundInfluentialRelationship between teacher empowerment and job satisfaction: A Meta-Analytic path analysis
Ahrari, S., Roslan, S. B., Zaremohzzabieh, Z., Rasdi, R. M., & Samah, A. A. (2021) · Cogent Education · doi:10.1080/2331186x.2021.1898737 · Cited by 77
“With regards to the difficulties involved in teacher preparation programs, Grossman et al. (2009) noted that one of the main barriers in perfecting these programs is for teachers, headmasters, managers, and practicing teachers to reach an agreement on a set of basic practices around which teacher…”
BackgroundSouto-Manning, M. (2019) · Teachers College Record · doi:10.1177/016146811912100601 · Cited by 54
Facilitating the use of video with teachers of mathematics: learning from staying with the detail
Coles, A. T. (2019) · International Journal of STEM Education · doi:10.1186/s40594-018-0155-y · Cited by 54
“The role of the facilitator of using video in generating productive discussion Grossman et al. (2009) challenge teacher educators to develop new approaches to preparing teachers, involving skilled feedback, where ‘practice’ is placed ‘at the centre of all endeavours’ (p. 287).”
BackgroundDeliberate practice in teacher education
Bronkhorst, L. H., Meijer, P. C., Köster, B., & Vermunt, J. D. H. M. (2013) · European Journal of Teacher Education · doi:10.1080/02619768.2013.825242 · Cited by 62
“It is also in line with recent publications on teacher education programmes that stress that practising teaching (skills) should play a more important role in teacher education (Fairbanks et al. 2010; Grossman, Hammerness, and McDonald 2009).”
BackgroundResultStudent teacher assessment feedback preferences: The influence of cognitive styles and gender
Evans, C., & Waring, M. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.11.011 · Cited by 50
Bywater, J., Chiu, J. L., Hong, J., & Sankaranarayanan, V. (2019) · Comput. Educ. · doi:10.1016/j.compedu.2019.05.004 · Cited by 53
Dotger, B. H. (2015) · Journal of Teacher Education · doi:10.1177/0022487115570093 · Cited by 81
A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding
Belland, B., Burdo, R., & Gu, J. (2015) · Journal of Science Teacher Education · doi:10.1007/s10972-015-9419-2 · Cited by 53
Farrow, J., Kavanagh, S. S., & Samudra, P. G. (2022) · Education Sciences · doi:10.3390/educsci12040282 · Cited by 44
Collaborative teacher educator professional development in Europe: different voices, one goal
Lunenberg, M., Murray, J., Smith, K., & Vanderlinde, R. (2017) · Professional Development in Education · doi:10.1080/19415257.2016.1206032 · Cited by 52
“Teacher educators, however, are not only teachers of teachers, they also fulfill other roles, such as curriculum developer (Korthagen et al. 2006, Grossman et al. 2009), researcher (Murray and Male 2005, Lunenberg et al. 2014) and gatekeeper (Smith 2007, Tillema and Smith 2007, Granberg 2010).”
BackgroundFlores, M. (2016) · Springer eBooks · doi:10.1007/978-981-10-0366-0_5 · Cited by 52
Quan, T., Bracho, C. A., Wilkerson, M. H., & Clark, M. (2019) · The Review of Education Pedagogy & Cultural Studies · doi:10.1080/10714413.2019.1684162 · Cited by 59
“As Grossman, Hammerness, and McDonald (2009) have argued, methods courses and foundations courses within teacher education have often run on parallel yet separate tracks, contributing “to the fragmentation of what so many teacher educators have identified as problematic in teacher preparation, in…”
BackgroundFormación Inicial del Profesorado: Modelo Actual y Llaves para el Cambio
Vaillant, D. E., & García, C. M. (2021) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2021.19.4.003 · Cited by 50
“Esta orientación que plantean Grossman et al. (2009) no es sólo una propuesta teórica, sino que es un proyecto que ha venido aplicando en diferentes áreas de conocimiento (Dinkelman y Cuenca, 2020; Dotger, 2015; Grosser-Clarkson y Neel, 2020; McDonald et al., 2013; Ward, 2021).”
BackgroundKennedy, M. J., Wagner, D., Stegall, J., Lembke, E. S., Miciak, J., Alves, K. D., Brown, T. S., Driver, M. K., & Hirsch, S. E. (2015) · Exceptional Children · doi:10.1177/0014402915615885 · Cited by 63
Negotiating a common language and shared understanding about core practices: The case of discussion
Grossman, P., & Dean, C. G. P. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.01.009 · Cited by 63
Self-citationAllas, R., Leijen, Ä., & Toom, A. (2017) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2016.1172504 · Cited by 49
“As a result, beginning teachers often experience difficulties when dealing with certain situations encountered in everyday teaching practice (e.g., Grossman et al., 2009; Meijer, 2010) and feel inadequately prepared to deal with the challenges of their profession.”
BackgroundMcNew-Birren, J., & van den Kieboom, L. A. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.04.001 · Cited by 49
“practice at the center of teacher preparation (Grossman et al., 2009; National Council for Accreditation of Teacher Education, 2010).”
BackgroundAfdal, H., & Nerland, M. (2014) · doi:10.1080/00313831.2012.726274 · Cited by 49
How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact
Lewis, C., Friedkin, S., Emerson, K., Henn, L., & Goldsmith, L. T. (2019) · Advances in mathematics education · doi:10.1007/978-3-030-04031-4_2 · Cited by 114
Saks, K., Ilves, H., & Noppel, A. (2021) · Education Sciences · doi:10.3390/educsci11100598 · Cited by 49
“Teacher education programmes which are designed to prepare teachers to transfer content knowledge in the best didactic practices sometimes tend to neglect the importance of reflexive contextual experience [4,5].”
BackgroundStroupe, D., & Gotwals, A. W. (2017) · Journal of Teacher Education · doi:10.1177/0022487117709742 · Cited by 50
Klug, J., Bruder, S., & Schmitz, B. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1082729 · Cited by 58
Community-Based Placements As Contexts for Disciplinary Learning
Brayko, K. (2012) · Journal of Teacher Education · doi:10.1177/0022487112458800 · Cited by 57
Garrett, R., Citkowicz, M., & Williams, R. (2019) · Review of Research in Education · doi:10.3102/0091732x19830634 · Cited by 48
Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway
Munthe, E., Bjuland, R., & Helgevold, N. (2016) · doi:10.1108/ijlls-12-2015-0047 · Cited by 47
Weißenrieder, J., Roesken-Winter, B., Schueler, S., Binner, E., & Blömeke, S. (2015) · ZDM · doi:10.1007/s11858-015-0673-8 · Cited by 47
Son, T., Yeo, S., & Lee, D. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104640 · Cited by 54
Domínguez, M. (2020) · Journal of Teacher Education · doi:10.1177/0022487120978152 · Cited by 68
“Following this, the logic goes, effective preparation requires that novice educators appreciate how the complexity of teaching lives in discrete practices, which can be deployed as “knowledge in action,” (Ball & Forzani, 2009; Grossman et al., 2009; Lampert, 2010).”
BackgroundLarson, K. E., Hirsch, S. E., McGraw, J. P., & Bradshaw, C. P. (2019) · Journal of Special Education Technology · doi:10.1177/0162643419836415 · Cited by 60
Chinnappan, M., McKenzie, B., & Fitzsimmons, P. (2013) · The Australian journal of teacher education · doi:10.14221/ajte.2013v38n12.5 · Cited by 44
Tang, S., Wong, A. K. Y., & Cheng, M. (2012) · doi:10.1080/02607476.2012.688549 · Cited by 46
“Some researchers highlight fragmentation of courses and lack of coherence between ITE coursework and fieldwork as common phenomena in ITE programmes (DarlingHammond 2010; Grossman et al. 2008). Despite this, Levin and He’s study (2008) shows that the whole of student teachers’ ITE learning experiences (including cours…”
BackgroundBorko, H., & Whitcomb, J. A. (2008) · Educational Researcher · doi:10.3102/0013189x08328877 · Cited by 64
Cuenca, A. (2020) · doi:10.1177/0022487120948046 · Cited by 45
“Grossman et al. (2009) suggest that core practices are practices that •• Occur with high frequency in the classroom; •• Can be used in classrooms with different curricular or instructional approaches; •• Are capable of being mastered by novices; •• Allow novices to learn more about students…”
BackgroundInfluentialRo, J. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103056 · Cited by 64
Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2020) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-020-09461-5 · Cited by 45
Assessment and the Future of Teacher Education
Richmond, G., Salazar, M. D. C., & Jones, N. D. (2019) · Journal of Teacher Education · doi:10.1177/0022487118824331 · Cited by 97
Preservice teachers’ articulated noticing through pedagogies of practice
Estapa, A., Amador, J. M., Kosko, K., Weston, T., de Araujo, Z., & Aming-Attai, R. (2018) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-017-9367-1 · Cited by 45
Mies, R., & Knipe, S. (2018) · Australian Journal of Teacher Education · doi:10.14221/ajte.2018v43n6.7 · Cited by 45
An Exploration of Professional Knowledge Needed for Reading and Responding to Student Writing
Ballock, E. E., McQuitty, V., & McNary, S. (2018) · Journal of Teacher Education · doi:10.1177/0022487117702576 · Cited by 45
“Once a core practice has been decomposed, novices can engage in “approximations” (Grossman et al., 2009, p. 283) of it through rehearsals and feedback from teacher educators.”
BackgroundEvaluating American History Teachers' Professional Development: Effects on Student Learning
Paz, S. D. L., Malkus, N., Monte-Sano, C., & Montanaro, E. (2011) · doi:10.1080/00933104.2011.10473465 · Cited by 44
“This focus on the skills of practice is consistent with what reformers in teacher education are currently saying is the best plan to improving teachers’ practice (Ball & Forzani, 520 Fall 2011 2009; Grossman et al., 2009).”
ResultGray, R. E., McDonald, S. P., & Stroupe, D. (2021) · Studies in science education · doi:10.1080/03057267.2021.1897932 · Cited by 43
“gogical rehearsals designed to represent classrooms, interact with their future students’ communities and valued practices, and generally engage in increasingly authentic approximations of teaching practice (Grossman et al., 2009; Lampert, 2010; McDonald et al., 2013).”
BackgroundGoldman, S. R., Greenleaf, C. L., Yukhymenko–Lescroart, M. A., Brown, W., Ko, M. M., Emig, J. M., George, M., Wallace, P. S., Blaum, D., & Britt, M. A. (2019) · American Educational Research Journal · doi:10.3102/0002831219831041 · Cited by 41
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Johnston, D. H. (2015) · Cambridge Journal of Education · doi:10.1080/0305764x.2015.1069793 · Cited by 65
Christophersen, K.-A. A., Elstad, E., Solhaug, T., & Turmo, A. (2016) · European Journal of Teacher Education · doi:10.1080/02619768.2016.1170803 · Cited by 50
“There are particular challenges in teacher education in terms of coherence and the integration between theory and practice (Grossman et al. 2009a, 2009b).”
BackgroundSiry, C., & Martin, S. N. (2014) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/eurasia.2014.1201a · Cited by 43
Siry, C. (2011) · doi:10.1080/10476210.2010.520699 · Cited by 43
“Many teacher education programs incorporate field-based experiences within courses prior to student teaching, and there is strong recognition of a need for preservice teachers to participate within schools as a part of their overall preparation (Goodnough, Osmond, Dibbon, Glassman, & Stevens, 2009; Grossman et al., 20…”
BackgroundBrevik, L. M. (2014) · International Journal of Educational Research · doi:10.1016/j.ijer.2014.05.002 · Cited by 44
Managing classroom management preparation in teacher education
Kwok, A. (2021) · Teachers and Teaching · doi:10.1080/13540602.2021.1933933 · Cited by 49
Buchbinder, O., & McCrone, S. (2020) · Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2020.100779 · Cited by 42
“Enacting the proof-related lessons, even with small groups of students, allowed the PSTs to engage in the classroom practices associated with aspects of MKT-P study adds to the literature on the importance of practice-based education (Grossman et al., Lampert, Zeichner, 2010).”
Allas, R., Leijen, Ä., & Toom, A. (2020) · Teachers and Teaching · doi:10.1080/13540602.2020.1758053 · Cited by 51
Teaching content in practice: Investigating rehearsals of social studies discussions
Kavanagh, S., Monte-Sano, C., Reisman, A., Fogo, B., McGrew, S., & Cipparone, P. (2019) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2019.06.017 · Cited by 42
Reisman, A., Cipparone, P., Jay, L., Monte-Sano, C., Kavanagh, S. S., McGrew, S., & Fogo, B. (2019) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2018.12.014 · Cited by 42
Todorova, M., Sunder, C., Steffensky, M., & Möller, K. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.08.016 · Cited by 56
Klette, K., & Hammerness, K. M. (2016) · Acta Didactica Norge · doi:10.5617/adno.2646 · Cited by 57
Self-citationAverill, R., Drake, M., Anderson, D., & Anthony, G. (2016) · doi:10.1080/1359866x.2016.1169503 · Cited by 42
Investigating the Knowledge Needed for Teaching Mathematics
Charalambous, C. (2016) · Journal of Teacher Education · doi:10.1177/0022487116634168 · Cited by 42
Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction
Stroupe, D. (2016) · Cognition and Instruction · doi:10.1080/07370008.2015.1129337 · Cited by 42
Edwards‐Groves, C., & Hoare, R. (2012) · The Australian journal of teacher education · doi:10.14221/ajte.2012v37n8.8 · Cited by 40
Learning to Teach: It’s Complicated But It’s Not Magic
Spalding, E., Klecka, C. L., Lin, E., Wang, J., & Odell, S. (2011) · doi:10.1177/0022487110384196 · Cited by 42
Visions for Intercultural Music Teacher Education
Westerlund, H., Karlsen, S., & Partti, H. (2020) · doi:10.1007/978-3-030-21029-8 · Cited by 42
McLeod, R. H., Kim, S., & Resua, K. A. (2018) · Topics in Early Childhood Special Education · doi:10.1177/0271121418763531 · Cited by 43
Decolonial innovation in teacher development: praxis beyond the colonial zero-point
Domínguez, M. (2018) · Journal of Education and Teaching · doi:10.1080/02607476.2019.1550605 · Cited by 41
“…Sleeter 2008), to shifting our notions of expertise, meaningful content, and epistemologies of learning (Jones 2012; Zeichner, Payne, and Brayko 2015), to attending to the core practices with which we prepare novices (Forzani 2013; Ball & Forzani, 2009; Grossman, Hammerness, and McDonald 2009).”
BackgroundDesign principles for effective video-based professional development
Roth, K. J., Bintz, J., Wickler, N. I. Z., Hvidsten, C., Taylor, J. A., Beardsley, P. M., Caine, A., & Wilson, C. D. (2017) · International Journal of STEM Education · doi:10.1186/s40594-017-0091-2 · Cited by 42
“To identify the STeLLA teaching strategies, we reviewed the research on science teaching and learning to identify what others now refer to as “high-leverage teaching practices” (Ball and Forzani 2011; Windschitl, Thompson, Braaten, and Stroupe 2012: Grossman, Hammerness, and McDonald 2009).”
MethodRehearsals of Teaching and Opportunities to Learn Mathematical Knowledge for Teaching
Ghousseini, H. N. (2017) · Cognition and Instruction · doi:10.1080/07370008.2017.1323903 · Cited by 43
“These three concepts provide an initial framework for identifying and designing a range of complementary practice-based approaches for learning teaching (Grossman et al., 2009).”
BackgroundRigby, J., Larbi-Cherif, A., Rosenquist, B. A., Sharpe, C. J., Cobb, P., & Smith, T. M. (2017) · Educational Administration Quarterly · doi:10.1177/0013161x16687006 · Cited by 50
Ghousseini, H. N., Beasley, H., & Lord, S. (2015) · Journal of the Learning Sciences · doi:10.1080/10508406.2015.1057339 · Cited by 54
Approaches to Teacher Education
Kitchen, J., & Petrarca, D. (2016) · Springer eBooks · doi:10.1007/978-981-10-0366-0_4 · Cited by 41
Critical Service-Learning: Learning Through Experience to Advance Teacher Education
Tinkler, A., Tinkler, B., Reyes, C. C., & Elkin, S. (2018) · Journal of Experimental Education · doi:10.1177/1053825918820662 · Cited by 40
The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices
Becker, E. A., Easlon, E. J., Potter, S. C., Guzman-Alvarez, A., Spear, J. M., Facciotti, M., Igo, M., Singer, M., & Pagliarulo, C. (2017) · bioRxiv · doi:10.1187/cbe.16-05-0162 · Cited by 40
“Training focuses on a core set of evidence-based high-impact teaching practices that occur with high frequency, can be used across many different environments, and which instructors can begin to master early in their teaching careers (Grossman, Hammerness, and Mcdonald 2009).”
BackgroundPreparing Novice Teacher Educators in the Pedagogy of Teacher Education
Conklin, H. (2015) · doi:10.1080/01626620.2015.1078753 · Cited by 40
“Grossman et al. (2009), for example, argued that the teacher education curriculum should be organized around helping novice teachers develop conceptual and practical understandings of a core set of teaching practices.”
BackgroundCrocco, M., & Livingston, E. (2017) · doi:10.1002/9781118768747.ch16 · Cited by 39
Thompson, J. J., Hagenah, S., Lohwasser, K., & Laxton, K. (2015) · Journal of Teacher Education · doi:10.1177/0022487115592462 · Cited by 55
“Teachers were able to use existing tools at face value but also develop productive instantiations—thus simultaneously reasoning with the concepts behind the tool as well as the pedagogical value (Grossman et al., 2009).”
BackgroundShifts in teaching motivation and sense of self-as-teacher in initial teacher education
Tang, S., Cheng, M., & Cheng, A.-N. Y. N. (2014) · doi:10.1080/00131911.2013.812061 · Cited by 39
“Turning to teaching supervision, Tang and Chow (2007), as well as Grossman, Hammerness, and McDonald (2009), place emphasis on providing rich feedback on specific practices and routines for student teachers to enhance their professional learning.”
BackgroundGraduate Teacher Preparation for Rural Schools in Victoria and Queensland.
Kline, J., & Walker-Gibbs, B. (2015) · The Australian journal of teacher education · doi:10.14221/ajte.2014v40n3.5 · Cited by 39
Morris, A. K., & Hiebert, J. (2017) · American Educational Research Journal · doi:10.3102/0002831217695217 · Cited by 50
“This is the approach already advocated by some teacher educators who describe programs that focus on a relatively few ‘‘high leverage practices’’ (Ball & Forzani, 2009, 2011; Grossman et al., 2009; Lampert, 2009).”
BackgroundFarrow, J., Kavanagh, S. S., Samudra, P. G., & Dean, C. P. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104776 · Cited by 67
Mikeska, J. N., Howell, H., & Kinsey, D. (2022) · Journal of Teacher Education · doi:10.1177/00224871221142842 · Cited by 38
Core Practices for Teaching Physical Education: Recommendations for Teacher Education
Ward, P. (2020) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2019-0114 · Cited by 40
Burroughs, G. C., Lewis, A. D., Battey, D., Curran, M., Hyland, N. E., & Ryan, S. (2020) · Journal of Teacher Education · doi:10.1177/0022487119858992 · Cited by 38
“…in the preparation of TCs. Strong school–university relationships have a shared vision concerning the purpose of their work (Allen et al., 2013; Grossman et al., 2009) and a clear understanding of the roles of the stakeholders in achieving that vision (Bullough, 2005; Bullough & Baugh, 2008).”
BackgroundInfluentialO'Flaherty, J., & Beal, E. M. (2018) · doi:10.1080/02607476.2018.1450826 · Cited by 38
“…selecting HLPs, they are used frequently in teaching and learning, implemented broadly across the curriculum, research informed and evidence based, linked to student outcomes, and transferable to novices (Forzani 2014; Grossman, Hammerness, and McDonald 2009; McDonald, Kazemi, and Kavanagh 2013).”
BackgroundMatsumoto-Royo, K., Ramírez-Montoya, M., & Conget, P. (2021) · Future Internet · doi:10.3390/fi13110292 · Cited by 37
“In this, pre-service teachers should address or rehearse what they will perform as professionals [59,60] to envisage the complexity of teaching in school settings [43,61].”
BackgroundWhat do core practices offer in preparing novice science teachers for equitable instruction?
Kang, H., & Zinger, D. (2019) · Science Education · doi:10.1002/sce.21507 · Cited by 53
Ward, P., Chen, Y.-J., Higginson, K., & Xie, X.-Y. (2018) · Journal of Physical Education Recreation & Dance · doi:10.1080/07303084.2018.1476937 · Cited by 37
Teacher educators developing professional roles: frictions between current and optimal practices
Meeus, W., Cools, W., & Placklé, I. (2017) · European Journal of Teacher Education · doi:10.1080/02619768.2017.1393515 · Cited by 42
“Whether implicitly or explicitly, the foundations of curriculum development are dependent upon their underlying educational philosophies (Grossman, Hammerness, and McDonald 2009), and they represent the essential aspects of teaching around which the curriculum can be built.”
Background
Metadata
- Authors
- Grossman, P., Hammerness, K., & McDonald, M.
- Affiliations
- Stanford University (US)
- University of Washington (US)
- Corresponding author
- Grossman, Pam
- ORCID
- Hammerness, Karen
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2009-04
- Volume
- 15
- Issue
- 2
- Pages
- 273-289
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2082864650
- Cited by
- 1,759
- References
- 40
- Citations by year
- 2026: 140 · 2025: 135 · 2024: 140 · 2023: 141 · 2022: 151 · 2021: 133 · 2020: 132 · 2019: 155 · 2018: 134 · 2017: 112 · 2016: 107 · 2015: 96 · 2014: 54 · 2013: 50 · 2012: 45
- FWCI
- 108.86
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- teacher professional development, clinical practice, university-school partnership, professional identity, learning to teach
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